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C e rs onv a ti o n What’s Your Name? Meeting new people Theme Core Language • Names • What’s your name/first name/last name? • How you spell that? • What’s your email address? • Pronunciation All about me Speaking Task Meeting new people Speaking Skill Personal information Words: spell first name friendly Sentence: It’s nice to meet you Pacing Guide Week 1: Unit What’s Your Name? Section & Page CD Track Word Test Time mins Getting Ready SB p.6 Speaking Practice SB p.7 mins Conversation SB p.8 3,4 mins Communication Task SB p.9 Workbook WB pp.2~3 Assign homework mins mins mins Hybrid CD Total Time Unit 45 mins Introduction B Listen Ask the students where they met their best friend for the first time Encourage them to think of other good places to meet new people Ask them about what kinds of questions people usually ask when they meet someone for the first time Write the questions on the board Introduce the key vocabulary and phrases for the unit (What’s your first/last name? / How you spell that? / What’s your email address?) and practice saying them together as a class Tom: Hi, I’m Tom What’s your name? Jessica: I’m Jessica It’s nice to meet you, Tom Tom: It’s nice to meet you, too What’s your last name? Jessica: It’s Garcia Tom: How you spell that? Jessica: G-A-R-C-I-A What’s your last name? Tom: It’s Mars What’s your email address? Jessica: My email address is just my first name and last name: jessicagarcia@ st.com Tom: That’s easy to remember Jessica: What’s your email address? Tom: It’s flytomars@st.com Jessica: That’s a cool email address! Getting Ready A – Have the students look at the picture, and ask them to guess what is happening – Tell the students to write the correct letters in the boxes – Check the answers together as a class, and then have the students read the dialogue aloud Extra Idea – Have all the boys read Emma’s lines and the all girls read William’s Encourage the students to change their voices to sound like a girl or boy would B Pair work – Ask the students to work in pairs Have them practice the dialogue using their own information T2 Speaking Practice A – Have the students look at the picture, and ask them to guess what is happening – Ask the students to work in pairs Have them take turns being A and B in the speaking activity Extra Idea – Choose some students to practice the dialogue in front of the class After a pair has finished, ask the other students what each person’s first name, last name, and email address is Encourage them to answer the questions in full sentences (Her first/last name is , Her email address is ) B Listen – Have the students look at the bubbles under the picture Tell them to listen to the recording and put an O in the boxes if the information is correct and an X if the information is incorrect Talk It Over – Have the students ask you what your email address is Write your email address on the board Extra Idea – Have the students ask you the question several times, and tell them a different email address each time Write all the email addresses on the board and ask the students to guess which one is your real email address Tell the students to explain why they think each email address is real or fake Conversation A – Tell the students that they are going to practice meeting new people – Let the students listen to the recording Then ask them to read the conversation aloud – Review the information on the speaking cards and explain any new vocabulary to the students – Ask the students to work in pairs to practice the conversation Have them take turns being A and B so that they can practice using all of the vocabulary and expressions Extra Idea – Have a few students practice the dialogue in front of the class Encourage the students to expand the conversation by adding a few of the extra questions that were written on the board during the introduction portion of the lesson Communication Task A – Have the students look at the information cards What questions need to be asked to find the answers? Write the questions on the board – Ask the students to work in groups of four to fill in their information cards B – Read the questions together as a class, and then give the students time to discuss them in their groups – Have the group write their answers on the board – As a class, look at all the answers and vote to see which students have the most interesting first name, nickname, and email address B Pronunciation – Play the recording Have the students practice saying the words and the sentence Workbook Answers A first name P r e s e n t a ti o n All About Me Introducing yourself friendly same meet spell email address B a Theme Core Language • Names • I go to Brookview Elementary School • I’m in the 4th grade • I’m good at ~ / I’m not good at ~ • My favorite things are ~ • Pronunciation All about me Speaking Task Introducing yourself Speaking Skill Personal information b Words: grade introduce ride remember Sentence: I’m good at running and playing basketball, but I’m not good at playing soccer b b c a C Pacing Guide b d c D Week 2: Unit All About Me Section & Page a Review & Check homework name Getting Ready SB p.10 Presentation Practice SB p.11 nice last name email address CD Track Word Test Presentation Workshop Time mins SB pp.12 ~ 13 mins mins 18 mins first name Workbook remember cool WB pp.4~5 Assign homework mins Hybrid CD Total Time Unit 45 mins Introduction Ask the students to think of some times when people might have to give a self-introduction Encourage them to think of what kind of information should be included in a good self-introduction speech Getting Ready A – Have the students look at the pictures Ask them to guess why Nina chose each picture for her presentation – Without filling in the blanks, read the passage to the students and let them guess what answers should go in the blanks – Tell the students to match the correct pairs and then fill in the blanks with the correct information – Check the answers together as a class, and then have the students read Nina’s presentation aloud Extra Idea – Ask the students what they are good at doing, not good at doing, and what their favorite things are Quiz the students after to see how many of their classmates’ answers they can remember Presentation Practice A – Before playing the recording, have the students guess information about the girl in the photo (What grade is she in? What’s she good at? What’s she not good at? What are her favorite things?) – Tell the students to listen to the recording and fill in the blanks with the correct information – Check the answers together as a class, and then have the students read Carole’s presentation aloud B – Ask the students to work in pairs to answer the questions about Carole’s presentation Tell them to each ask one of the questions and their partner will say the answer Speaking Skill – Write the speaking points on the board Explain what information the students should include in their presentations Extra Idea – Ask the students to create new personal information for you Tell them to give you a new first and last name, choose the name of your school and what grade you teach, decide what you’re good at/not good at, and pick what your favorite things are Presentation Workshop The goal of this exercise is to help students organize their presentations using their own ideas Step 1: – This step is similar to brainstorming in the writing process Read over the questions together as a class and quickly review the key vocabulary and expressions that the students have practiced in Units and – Introduce the language in the Idea Box on page 13 and tell the students that they can use these ideas, along with their own ideas, for their answers if they want to – Tell the students to answer the questions on page 12 on their own Quickly check over each student’s answers after they have completed the exercise Step 2: – Ask the students to fill in the blanks of their speech using their answers from page 12 – After you have checked their work, ask them to fill in their presentation card for the unit 10 Presentation Card – A presentation card for each of the presentation units can be found at the back of the textbook Draw a presentation card on the board and show what kind of information can be written on the presentation card Explain to the students that they can write main points/ideas on the presentation card, but remind them not to write their whole speech – Give a sample speech with the presentation card to demonstrate how it should be used Show the students that they should be looking at the audience when they speak, but can glance down at the presentation card when they need to Presentation to others – Using their presentation card, have the students give their speech in front of the class If there isn’t enough time for this, have the students work in groups and take turns presenting to one another Encourage the students listening to ask each speaker a follow–up question about the information that has been presented Tip! – Explain the presentation tip to the students Demonstrate good and bad examples of the presentation tip to show the students why it is good to follow the advice 11 Workbook Answers A grade C e rs onv a ti o n What Does He Look Like? Describing people good at favorite remember ride learn introduce jokes B Theme Core Language • He’s tall/short • He has long, straight, brown hair • He has brown eyes • Pronunciation People Speaking Task Describing people Speaking Skill Words: straight birthday cousin Sentence: What does he look like? Picture description remember e b d Pacing Guide a c C I go to Sky Elementary School I’m in the 4th grade I’m good at singing and dancing I’m not good at swimming My favorite things are chocolate and jogging D me introduce myself I’m in the 4th grade good at playing dodgeball Week 3: Section & Page Unit What Does He Look Like? Review & Check homework we’ll be good friends Word Test mins SB p.14 Speaking Practice SB p.15 mins Conversation SB p.16 7,8 mins Communication Task SB p.17 Workbook WB pp.6~7 Assign homework mins mins mins Hybrid CD Total Time 12 Time Getting Ready remembering to my homework favorite things are telling funny jokes CD Track Unit 45 mins 13 Introduction B Listen Show the students some photos of celebrities or popular cartoon characters and ask them what the people look like Ask the students how tall each person is, what their hair looks like, and what color eyes they have Introduce the key vocabulary (height, hair styles, hair/eye colors) and expressions (What does she look like?/ Is she tall or short? / What does her hair look like? / What color are her eyes?) for the unit and practice saying them together as a class Deena: Hi, Peter What are you doing? Peter: Hi, Deena I’m just hanging out and watching everyone on the playground Deena: Oh, look over there! It’s Justin! Peter: Who’s Justin? Deena: He’s the boy standing in front of the goalpost Peter: There are three boys in front of the goalpost What does he look like? Deena: He has curly, blond hair and blue eyes Peter: I can’t see his eyes from here Is he tall or short? Deena: He’s the short one Peter: I see him Oh, he goes to the same music school as me Getting Ready A – Have the students look at the picture, and ask them to describe each person What they look like? Are they tall or short? What does their hair look like? What color are their eyes? – Tell the students to fill in the blanks in the chart – Check the answers together as a class Encourage the students to speak in full sentences (Teacher: “Is Sam tall or short?” / Students: “He’s short.”) Extra Idea – Have half the students play the role of the teacher and ask the questions The rest of the students can answer them (A Students: “What does Linda’s hair look like?” / B Students: “She has long, curly, brown hair.”) B Pair work – Ask the students to work in pairs Have them practice the dialogue using the vocabulary from the chart in activity A After they have finished describing the four characters in the picture, tell them to take turns describing some of their friends T6 Speaking Practice A – Have the students look at the picture, and ask them to guess what is happening – Ask the students to work in pairs Have them take turns describing the boys in the picture and guessing which boy their partner is talking about Extra Idea – Have all of the boys come to the front of the class Tell the girls to ask you “What does he look like?” Pretend you can’t hear them (“Pardon?”) so that they ask the question several times Describe one of the boys and see if the girls can guess who it is Then have the girls and boys change roles B Listen – Tell the students that they are going to listen to Deena and Peter talk about one of the boys in the picture Play the recording and ask them to check the correct answer Extra Idea – Before playing the recording, take a vote to see which boy the students think Deena and Peter will talk about Give the students who guess correctly a small reward Talk It Over – Ask the students to describe what you look like now Then ask them to describe what they think you’ll look like 30 years from now 14 15 Conversation A – Tell the students that they are going to practice describing people at a party – Let the students listen to the recording Then ask them to read the conversation aloud – Review the information on the speaking card and explain any new vocabulary to the students – Ask the students to work in pairs to practice the conversation Have them take turns being A and B so that they can practice using all of the vocabulary and expressions Extra Idea – Have a few students practice the dialogue in front of the class Instead of using the characters from the textbook, ask them to describe members of their own family B Pronunciation – Play the recording Have the students practice saying the words and the sentence 16 Communication Task – Ask the students if they have ever broken a window If they have, how did it happen? Did they get in trouble? Tell them that a window has been broken at school and it’s their job to find out who did it! Read the descriptions of the suspects together as a class and review what questions need to be asked to find the answers – Ask the students to work in pairs Student A will use page 17 and Student B will use page 54 Tell the students to ask questions to find the information for the blanks in their charts Once their chart is completed, have them write who they think the window breakers are at the bottom of the page Check the answer together as a class Extra Idea – Once everyone knows who broke the windows, ask the students what kind of punishment the two window breakers should be given Write the punishments on the board and then vote to see which punishment the students think is the best 17 Introduction Review location prepositions (in, on, under, behind, next to, between) with the students Borrow some school supplies like pencils, pens, erasers, rulers, and notebooks from the students Put the objects in different areas around the room Ask the students to tell you where the objects are Getting Ready A – Have the students look at the pictures on page 34 Ask them if they have a special cup they like to drink out of Where they keep their cup? What would their parents say if they left their cup on the TV or under the table? – Read the location phrases together and ask the students to work on their own to fill in the blanks – Check the answers together as a class Extra Idea – Hide objects around the classroom for the students to find Tell them where each object is and let them walk around and try to find them (Teacher: “There’s a red crayon next to the bookshelf.” Student: “I found it!”) Presentation Practice A – Before playing the recording, have the students describe the bedroom in the picture Ask them what they can see in the picture and who they think the bedroom belongs to – Tell the students to listen to the recording and fill in the blanks with the correct information – Check the answers together as a class, and then have the students read the presentation aloud B – Ask the students to work in pairs to answer the questions about the presentation Tell them to each ask one of the questions and their partner will say the answer Extra Idea – Show the students some pictures of other rooms Ask them to describe each room using the presentation on page 35 as a model Speaking Skill – Write the speaking points on the board Explain what information the students should include in their presentations 52 53 Presentation Workshop Step 1: – Read over the questions together as a class and quickly review the key vocabulary and expressions that the students have practiced in Units and – Introduce the language in the Idea Box on page 37 and tell the students that they can use these ideas, along with their own ideas, for their answers if they want to – Tell the students to answer the questions on page 36 on their own Quickly check over each student’s answers after they have completed the exercise Step 2: Presentation to others – Using their presentation card, have the students give their speech in front of the class If there isn’t enough time for this, have the students work in groups and take turns presenting to one another Encourage the students listening to ask each speaker a follow–up question about the information that has been presented Tip! – Explain the presentation tip to the students Demonstrate good and bad examples of the presentation tip to show the students why it is good to follow the advice – Ask the students to fill in the blanks of their speech using their answers from page 36 – After you have checked their work, ask them to fill in their presentation card for the unit 54 55 Workbook Answers A next to C e rs onv I Love This Book a ti o n Talking about a book you enjoyed armchair pirate cozy under parrot B Theme Core Language • My favorite book is Matilda • It’s a fantasy book • The main characters are Matilda and Miss Honey • It’s about a little girl who has a special ability • It sounds really interesting! • Pronunciation Books and characters Speaking Task between Talking about a book you enjoyed sword Speaking Skill Long response / Impromptu speech Words: fable mystery factory ability Sentence: It’s about a young boy who is a wizard d b c Pacing Guide a e C There’s a desk on the left side of the room The map is behind the desk There’s an armchair in the middle of the room The dog is between the desk and the armchair There’s a bed and a closet on the right side of the room The mirror is next to the closet D left side of the room middle of the room, there’s a sofa Week 9: Unit I Love This Book Review & Check homework this room is a very cozy place Word Test Time mins SB p.38 Speaking Practice SB p.39 18 mins Conversation SB p.40 19,20 mins Communication Task SB p.41 Workbook WB pp.18~19 Assign homework mins mins 18 mins Hybrid CD Total Time 56 CD Track Getting Ready in front of the sofa there is a lamp and a chair Section & Page Unit 45 mins 57 Introduction B Listen Introduce the key vocabulary (romance, fantasy, fable, adventure, biography, mystery) and expressions (What’s your favorite book? / What kind of book is it? / Who are the main characters? / What’s the story about?) for the unit and practice saying them together as a class Ask the students what kind of books they like to read Take a vote to see what the most popular kind of book is in the classroom Kate: I just finished reading a really fun book called Charlie and the Chocolate Factory Justin: What kind of book is it, Kate? Kate: It’s a fantasy book Justin: Who are the main characters? Kate: The main characters are Charlie and Willy Wonka Justin: What’s the story about? Kate: It’s about Charlie’s adventure at a chocolate factory Justin: It sounds cool What’s your favorite part? Kate: I like the part where they visit the chocolate room People can eat everything in the room Justin: I should read the book Kate: Here, I’ll lend it to you Justin: Oh, really? Thank you Kate: You’re welcome Getting Ready A – Have the students look at the book covers Ask them if they know any of the stories – Read the book genres in the box together and tell the students to write the correct kind of book under each book cover – Check the answers together as a class Encourage the students to speak in full sentences (“The Lion and the Mouse is a fable.”) Extra Idea – For any stories that the students don’t know, ask them to guess what the book is about from the title and the cover picture B Pair work – Ask the students to work in pairs Have them practice the dialogue using the vocabulary from activity A Extra Idea – Encourage the students to expand the conversation by adding the book titles from activity A (“I like adventure books My favorite book is Treasure Island.) 58 T18 Speaking Practice A – Have the students look at the book covers Ask them to guess which book you would like to read Why they think you would like that book? – Ask the students to work in pairs Have them take turns talking about which of the books they’d like to read Extra Idea – Choose several of the students and have them tell the class about which book their partner would like to read (“My partner is (name) He/She would like to read (title) because (reason).”) B Listen – Tell the students that they are going to listen to Kate talk about a book she read Play the recording and ask them to check the correct choices Extra Idea – Before playing the recording, take a vote to see which book the students think Kate read and what her favorite part is Give the students who guess both answers correctly a small reward Talk It Over – Ask the students to work in pairs Have them tell their partner about their favorite book 59 Conversation A – Tell the students that they are going to practice talking about their favorite books – Let the students listen to the recording Then ask them to read the conversation aloud – Review the information on the speaking cards and explain any new vocabulary to the students – Ask the students to work in pairs to practice the conversation Have them take turns being A and B so that they can practice using all of the vocabulary and expressions Extra Idea – Have a few students practice the dialogue in front of the class Instead of using the books listed on page 40, ask them to describe their own favorite book Communication Task – Explain to the students what a critic does Tell them that they are going to be a critic! – Read over the “Be a Critic” information card as a class and explain any new vocabulary to the students – Ask the students to work in pairs Have them talk about a book they recently read with their partner Extra Idea – Have the students use their “Be a Critic” information card to a small presentation on their own They can end the presentation by saying how many stars they give the book (“I read a book called (name) It’s a (kind of book) I give it three stars I recommend you read it/ I don’t recommend your read it.”) B Pronunciation – Play the recording Have the students practice saying the words and the sentence 60 61 Workbook Answers A wizard 10 My Favorite Character Talking about your favorite character P r e s e n t a ti o n fantasy biography adventures ability fable B Theme Core Language Speaking Task Talking about your favorite character b Speaking Skill b Long response / Impromptu speech a • My favorite character is Shrek • He’s in a movie called Shrek • He’s a monster • He’s ugly and fat, and has green skin • He’s caring and brave • He can rap, dance, jump, and roll around • Pronunciation Books and characters Words: character monster furry ugly Sentence: My favorite character is Shrek c c a C Pacing Guide b a c D Week 10: Unit 10 My Favorite Character Section & Page d Review & Check homework fun book Getting Ready SB p.42 Presentation Practice SB p.43 fantasy book characters the story about CD Track Word Test Presentation Workshop Time mins SB pp.44~45 mins 21 mins 18 mins adventure Workbook favorite part visit read the book lend 62 WB pp.20~21 Assign homework mins Hybrid CD Total Time Unit 10 45 mins 63 Introduction Ask the students what their favorite movies are Write the movies on the board Take a vote to see what the three most popular movies are in the class Ask who everyone’s favorite characters are in each movie Why the students like these characters? Getting Ready A – Ask the students if they know who the two characters in the pictures are What movies are they from? Do the students like the characters? Why or why not? What’s one thing that each character can do? – Read the words and sentences at the bottom of the page together and ask the students to work on their own to fill in the blanks – Check the answers together as a class Presentation Practice A – Before playing the recording, ask the students who Andy’s favorite character is Why they think that Andy likes that character? – Tell the students to listen to the recording and fill in the blanks with the correct information – Check the answers together as a class, and then have the students read the presentation aloud B – Ask the students to work in pairs to answer the questions about the presentation Tell them to each ask one of the questions and their partner will say the answer Speaking Skill – Write the speaking points on the board Explain what information the students should include in their presentations 64 65 Presentation Workshop Step 1: – Read over the questions together as a class and quickly review the key vocabulary and expressions that the students have practiced in Units and 10 – Introduce the language in the Idea Box on page 45 and tell the students that they can use these ideas, along with their own ideas, for their answers if they want to – Tell the students to answer the questions on page 44 on their own Quickly check over each student’s answers after they have completed the exercise Step 2: Presentation to others – Using their presentation card, have the students give their speech in front of the class If there isn’t enough time for this, have the students work in groups and take turns presenting to one another Encourage the students listening to ask each speaker a follow–up question about the information that has been presented Tip! – Explain the presentation tip to the students Demonstrate good and bad examples of the presentation tip to show the students why it is good to follow the advice – Ask the students to fill in the blanks of their speech using their answers from page 44 – After you have checked their work, ask them to fill in their presentation card for the unit 66 67 Workbook Answers A ugly 11 C e rs onv a ti o n What Did You Do on the Weekend? Talking about what you did on the weekend characters clever brave monster personality B Theme Core Language • What did you on the weekend? • Did you read a book on the weekend? • Who did you go with? • I went to an amusement park • I went with my cousin • It sounds like you had a great weekend • Pronunciation Weekends and travel Speaking Task save Talking about what you did on the weekend furry Speaking Skill Short response Words: visit weekend concert Sentence: Who did you go with? b forest e a Pacing Guide c d C My favorite character is Doraemon He’s in an animated movie called Doraemon He’s a robot cat who comes from the future He has a blue body and no ears He can make many useful things come from his pocket I like Doraemon because he helps people with his magic powers D favorite character is SpongeBob who lives in the ocean Week 11: Unit 11 What Did You Do on the Weekend? Review & Check homework jump, and roll around because he makes people happy 68 CD Track Word Test Time mins Getting Ready SB p.46 Speaking Practice SB p.47 22 mins Conversation SB p.48 23,24 mins Communication Task SB p.49 has big blue eyes His pants are square, too Section & Page Workbook WB pp.22~23 Assign homework mins mins 22 mins Hybrid CD Total Time Unit 11 45 mins 69 Introduction B Listen Ask the students about fun things that they like to on the weekend Write their ideas down on the board Introduce the key vocabulary (weekend activities) and expressions (What did you on the weekend? / Who did you go with?) for the unit and practice saying them together as a class Isabel: Hi, Daniel! What did you on the weekend? Daniel: Hey, Isabel I went for a bike ride Isabel: Oh, did you? Where did you go? Daniel: I rode my bike down to the river Isabel: Who did you go with? Daniel: I went with my grandmother She came to visit us on the weekend Isabel: What else did you together? Daniel: We watched TV and baked bread It was delicious! Isabel: It sounds like you had a great weekend Daniel: Yes, I did What did you do? Getting Ready A – Have the students look at the pictures Ask them what activity they would like to Why would 70 they like to it? – Read the phrases in the box together and tell the students to match the correct phrase to each picture – Check the answers together as a class Encourage the students to speak in full sentences (Teacher: “What did you on the weekend?” / Students: “I (activity).”) Extra Idea – Play hangman Make a sentence with one of the phrases from activity A and a person you can the activity with (I went to the movies with my cousin.) Write blanks on the board for all of the letters and have the students try and guess what the sentence is Once the game is over, let one of the students be the teacher and lead the game B Pair work – Ask the students to work in pairs Have them practice the dialogue using the vocabulary from the box in activity A Extra Idea – Have a few students practice the dialogue in front of the class Ask them to talk about what they actually did on the weekend in their answers Tell Student B to end the conversation by saying “It sounds like you had a great weekend!” T22 Speaking Practice A – Read over the activities in the chart together as a class – Ask the students to work in pairs Tell them to ask and answer the questions with their partner to fill in the chart Remind them to add one extra piece of information in their answers like the example B Listen – Tell the students that they are going to listen to Daniel talk about what he did on the weekend Play the recording and ask them to check the correct boxes Correct the activity by asking the students about each of the pictures (Teacher: “Did Daniel play soccer?” Students: “Yes, he did.”/“No, he didn’t.”) Extra Idea – Play a whisper game Quietly whisper one of the activities to a student (“Daniel baked bread with his grandmother.”) and tell them to whisper it to the next person Have everyone whisper the sentence to the person sitting next to them The last student to hear the sentence can write it on the board 71 Conversation A – Tell the students that they are going to practice talking about their weekend – Let the students listen to the recording Then ask them to read the conversation aloud – Review the information on the speaking cards and explain any new vocabulary to the students – Ask the students to work in pairs to practice the conversation Have them take turns being A and B so that they can practice using all of the vocabulary and expressions B Pronunciation – Play the recording Have the students practice saying the words and the Communication Task – Ask the students to work in pairs Student A will use page 49 and Student B will use page 55 Tell them to ask and answer the questions with their partner to find all the information for Paul, Naomi, and Kevin Extra Idea – Have each pair decide which student had the best weekend Tell them to present their choice to the class and share why they think that sentence 72 73 Workbook Answers A weekend 12 A City I Want to Visit Talking about a city you want to visit P r e s e n t a ti o n went to the movies amusement park forest delicious museum B Theme Core Language Speaking Task Talking about a city you want to visit c Speaking Skill a Long response / Impromptu speech a • I want to visit London, England • I want to go on the fun rides • I hope to meet famous celebrities there • There are other exciting things to in Weekends and travel Los Angeles, too • I really hope to visit Los Angeles someday • Pronunciation Words: beach wheel ceremony exhibit Sentence: I want to go on the fun rides and take pictures with movie characters there c b a C Pacing Guide d a c D Week 12: Unit 12 A City I Want to Visit Section & Page b Review & Check homework on the weekend Getting Ready SB p.50 Presentation Practice SB p.51 bike ride the river my grandmother CD Track Word Test Presentation Workshop Time mins SB pp.52~53 mins 25 mins 18 mins baked bread Workbook delicious great weekend WB pp.24~25 Assign homework mins Hybrid CD Total Time 74 Unit 12 45 mins 75 Introduction Tell the students that they won a contest for a free vacation anywhere in the world Where they want to go? What they want to there? Getting Ready A – Ask the students to look at the two pictures What can they see in each picture? – Read the list of activities at the bottom of the page together and ask the students to work on their own to match the letters to the places in each city – Check the answers together as a class Extra Idea – Put a world map on the white board Choose a student to come to the front of the class and close their eyes Spin them around a few times and ask them to point to the map Tell them to open their eyes and tell everyone what the name of the place they are pointing to is Tell them to talk about the place using these sentences: “I want to go to (place) I want to (activity) there.” 76 Presentation Practice A – Before playing the recording, ask the students where they think Kelly wants to go and what she wants to there – Tell the students to listen to the recording and fill in the blanks with the correct information – Check the answers together as a class, and then have the students read the presentation aloud B – Ask the students to work in pairs to answer the questions about the presentation Tell them to each ask one of the questions and their partner will say the answer Speaking Skill – Write the speaking points on the board Explain what information the students should include in their presentations 77 Presentation Workshop Step 1: – Read over the questions together as a class and quickly review the key vocabulary and expressions that the students have practiced in Units 11 and 12 – Introduce the language in the Idea Box on page 53 and tell the students that they can use these ideas, along with their own ideas, for their answers if they want to – Tell the students to answer the questions on page 52 on their own Quickly check over each student’s answers after they have completed the exercise Step 2: Presentation to others – Using their presentation card, have the students give their speech in front of the class If there isn’t enough time for this, have the students work in groups and take turns presenting to one another Encourage the students listening to ask each speaker a follow–up question about the information that has been presented Tip! – Explain the presentation tip to the students Demonstrate good and bad examples of the presentation tip to show the students why it is good to follow the advice – Ask the students to fill in the blanks of their speech using their answers from page 52 – After you have checked their work, ask them to fill in their presentation card for the unit 78 79 Workbook Answers A amazing Oral Presentations: Evaluation beach ferry exhibits camels famous Person Presenting: (needs improvement) (good) ceremony tropical B a e d b The presenter spoke clearly The presenter spoke at a good volume The presenter spoke at a good speed The presenter faced the audience 5 The presenter appeared relaxed The presenter stood up straight The presenter used good hand gestures The presenter made eye contact with me 5 c C I want to visit Beijing, China I want to go to the Forbidden City I want to look around the many rooms in the large palace I also want to go to the Great Wall of China I want to hike one of the sections of the Great Wall I want to watch a Beijing opera and eat Peking Duck D go to the West End watch a famous musical go to Buckingham Palace other exciting things to amazing view of the city hope to visit London someday 80 81 [...]... Section & Page Unit 5 What Time Do You Get Up? Review & Check homework 6 seems like she’s having fun Word Test 8 mins SB p.22 Speaking Practice SB p.23 10 9 mins Conversation SB p.24 11 ,12 9 mins Communication Task SB p.25 Workbook WB pp .10 ~11 Assign homework 7 mins 9 mins 10 3 mins Hybrid CD Total Time 24 Time Getting Ready 4 wearing a red dress and ice skates 5 skating around the ice rink CD Track... Worksheet 1 take a shower 2 breakfast 3 get up 4 gym 5 busy 6 diary B 1 b 2 b 3 a 2: 45 a quarter to three 4: 15 a quarter after four 6: 00 six o’clock 11 : 30 eleven thirty 7: 10 ten past seven 5: 50 ten to six 8: 20 eight twenty 10 : 30 half past ten 5: 05 five oh five 4 c 5 a 6 b C d a b c D 1 tired 2 swimming lessons 3 get up 4 after school 5 4 6 busy 7 play video games 8 finish my homework 9 go to bed 10 ... States Week 7: Unit 7 My Dream House Review & Check homework 5 can eat many kinds of delicious food Word Test Time 8 mins SB p.30 Speaking Practice SB p. 31 14 9 mins Conversation SB p.32 15 ,16 9 mins Communication Task SB p.33 Workbook WB pp .14 ~15 Assign homework 7 mins 9 mins 14 3 mins Hybrid CD Total Time 38 CD Track Getting Ready 3 Thanksgiving Day with my family 4 have a really big dinner Section &... 6 The mirror is next to the closet D 1 left side of the room 2 middle of the room, there’s a sofa Week 9: Unit 9 I Love This Book Review & Check homework 5 this room is a very cozy place Word Test Time 8 mins SB p.38 Speaking Practice SB p.39 18 9 mins Conversation SB p.40 19 ,20 9 mins Communication Task SB p. 41 Workbook WB pp .18 ~19 Assign homework 7 mins 9 mins 18 3 mins Hybrid CD Total Time 56 CD... Picture Section & Page b Review & Check homework 1 doing Getting Ready SB p .18 Presentation Practice SB p .19 2 playground 3 look over 4 standing CD Track Word Test Presentation Workshop Time 8 mins SB pp.20~ 21 7 mins 9 9 mins 18 mins 5 look like Workbook 6 curly, blond 7 short 8 music school WB pp.8~9 Assign homework 3 mins Hybrid CD Total Time 18 Unit 4 45 mins 19 Introduction Show the students pictures... My home Speaking Task Describing a room Speaking Skill Picture description Words: pirate sword parrot armchair Sentence: There’s a lamp between the bed and the table Pacing Guide Week 8: Unit 8 My Room Review & Check homework Section & Page Word Test SB p.34 Presentation Practice SB p.35 SB pp.36~37 Workbook Time 8 mins Getting Ready Presentation Workshop 7 mins 17 9 mins 18 mins WB pp .16 ~17 Assign... the recording Have the students practice saying the words and the sentence 60 61 Workbook Answers A 1 wizard 10 My Favorite Character Talking about your favorite character P r e s e n t a ti o n 2 fantasy 3 biography 4 adventures 5 ability 6 fable B Theme Core Language Speaking Task Talking about your favorite character 1 b Speaking Skill 2 b Long response / Impromptu speech 3 a • My favorite character... Pacing Guide b a c D Week 10 : Unit 10 My Favorite Character Section & Page d Review & Check homework 1 fun book Getting Ready SB p.42 Presentation Practice SB p.43 2 fantasy book 3 characters 4 the story about CD Track Word Test Presentation Workshop Time 8 mins SB pp.44~45 7 mins 21 9 mins 18 mins 5 adventure Workbook 6 favorite part 7 visit 8 read the book 9 lend 62 WB pp.20~ 21 Assign homework 3 mins... from his pocket 6 I like Doraemon because he helps people with his magic powers D 1 favorite character is SpongeBob 2 who lives in the ocean Week 11 : Unit 11 What Did You Do on the Weekend? Review & Check homework 5 jump, and roll around 6 because he makes people happy 68 CD Track Word Test Time 8 mins Getting Ready SB p.46 Speaking Practice SB p.47 22 9 mins Conversation SB p.48 23,24 9 mins Communication... from activity A Extra Idea – Review how to tell time in English Count by 10 s from 0 – 50 and then have the students practice saying different times Remember to teach them how to say minutes under 10 as well (ex)7:04) You can also introduce vocabulary such as “quarter after/to” and “half past.”(See the worksheet on page 31) T10 Speaking Practice A – Have the students look at the pictures, and ask them